‘We don’t value teaching as much as we should’: tracing ‘teacher’ professional identity in critical times DOI Creative Commons
Juliana Ryan, Kerri Anne Garrard, Rosalyn Black

et al.

Discourse Studies in the Cultural Politics of Education, Journal Year: 2023, Volume and Issue: 45(2), P. 212 - 224

Published: Dec. 13, 2023

As an epoch-making event, Covid re-set understandings of teacher professionalism, raising the question what it might now mean to be a 'professional teacher'. This paper draws on data from interviews conducted in 2021 with eight academics employed Australian education programs as part wider study, Critical Times: Producing Global Graduate Pandemic. It uses 'big D' Discourse analysis explore complex constructions 'global graduate' academics' accounts producing such graduates during pandemic. focuses expansive professional that participants invoked construct their autonomous professionals shared service ethos and distinctive disciplinary knowledges. Based retrospective, occupationally defined 'teacher' this appears have generational aspect. Despite hopes, may represent experiences saying, doing being teacher' no longer available present epoch.

Language: Английский

How nature-based learning impacts teachers: Discoveries for well-being in and with the project EXPLORE community DOI Creative Commons

Jennifer Knight,

Callie Schultz, Paul Stonehouse

et al.

Interdisciplinary Journal of Environmental and Science Education, Journal Year: 2025, Volume and Issue: 21(1), P. e2505 - e2505

Published: Jan. 2, 2025

Project EXPLORE (PEX) is a nature-based learning (NBL) program designed by the North Carolina Arboretum to help K-12 teachers implement citizen science-based curricula reconnect youth with natural environment. Initiatives supporting teacher confidence are critical mainstream implementation of NBL. As there scant literature on programs’ impact teachers’ well-being, purpose this study explore how participating in PEX impacts “well-being.” Informed feminist theory, we used an amended two-part collective memory work design. Three former participants created video narratives about program’s their well-being. They participated as co-researchers focus group analyze diary entries for meanings around teaching well-being and PEX. The discussed ways supported self-actualization, relationships, and, most importantly, was powerful tool within neoliberal school context.

Language: Английский

Citations

0
Techno-eustress under remote work: a longitudinal study in higher education teachers DOI Creative Commons
Lígia Nascimento, Manuela Faia Correia, Christopher B. Califf

et al.

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: March 1, 2025

Language: Английский

Citations

0
A community-based practice for the co-development of women academic leaders DOI Creative Commons
Elisa Bone, Elaine Huber, Lynn Gribble

et al.

The International Journal for Academic Development, Journal Year: 2024, Volume and Issue: 29(2), P. 238 - 254

Published: April 2, 2024

Academic development usually focuses on individuals, with activities bounded by institutional strategy. There is a lack of research exploring the emergence cross-institutional communities practice and their ability to offer opportunities for professional collaboration, particularly underrepresented or marginalised groups. Our study highlights how, after formal program, individuals from different institutions facilitated deeper connections, transcending hierarchical boundaries nurturing sense trust. Drawing our experiences, we examine collegiate group academic women as community practice. Co-development through community-based relationships enable personal growth outcomes including, but not limited to, promotion esteem recognition.

Language: Английский

Citations

2
English teachers’ professional identity incorporated with perceived anxiety in the context of flipped teaching: Scale development and model extension DOI Creative Commons
Shuqiong Luo, Di Zou

International Journal of Applied Linguistics, Journal Year: 2024, Volume and Issue: unknown

Published: Aug. 5, 2024

Abstract Research examining teachers’ professional identity in the online context has recently increased; however, there have been few attempts (if any) to design a scale assess foreign language integrated with technology use flipped context. There also no extensions teacher model for teaching incorporated psycho‐emotional factors. The current study first developed and validated an instrument English of integration (ETITF) fill research gap that majority existing instruments not considered characteristics environment subject area English. Additionally, this present attempted extend by investigating influence factor, namely, perceived anxiety on coped teachers. Grounded theory acceptance model, 233 in‐service teachers from mainland China served explore constructs ETITF extension anxiety. Results exploratory factor analysis, first‐order, second‐order confirmatory analysis supported three‐dimension 15 items: task perception (TP), motivation (M), self‐efficacy (SE). results revealed is valid reliable could be used researchers, educators, education institutions gain greater understanding development can serve as tool support procedures developing specific items related teaching. structural equation modeling indicated significantly predict motivation, while showed positive self‐efficacy. This extended incorporation may contribute teaching, which provide implications educators researchers facilitate effective

Language: Английский

Citations

2
Beyond the Bench: The Professional Identity of Research Management and Administration DOI
José M. R. C. A. Santos, Carolina Varela, M Fischer

et al.

Higher Education Policy, Journal Year: 2024, Volume and Issue: unknown

Published: Aug. 21, 2024

Language: Английский

Citations

2
Academic Women Co-designing Education Futures in a Postdigital World DOI Creative Commons
Cheryl Brown, Elaine Huber, Elisa Bone

et al.

Postdigital Science and Education, Journal Year: 2023, Volume and Issue: 6(1), P. 300 - 320

Published: Aug. 10, 2023

Abstract This paper draws on the collective knowledge-building of nine women from diverse disciplines, roles, cultures, and institutions in Australasian leadership programme. Brought together during Covid-19 through a shared interest purpose concerning current future developments digital education, we offer knowledge insight our perspective as leaders academia, co-designing futures postdigital world. Drawing duoethnographic research design, reflected experiences academic practitioners to systematically explore people, situations, contexts co-construction dialogue. Our joint exploration uncovered themes visibility, gravitas, relationships. We provide evidence role co-design plays own practices, classrooms, how design was strengthened co-design. Finally, an evolving model for higher education with communities practice at its core.

Language: Английский

Citations

5
What’s an innovation? Capitalising on disruptive innovation in higher education DOI Creative Commons
Melissa Cain, Chris Campbell, Melissa Fanshawe

et al.

Teachers and Teaching, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 17

Published: June 10, 2024

Language: Английский

Citations

1
Shining a light on disparities to access. Specialist teachers’ perceptions on the impacts of COVID-19 restrictions on learning for students with blindness and low vision in Australia, New Zealand, and the Pacific DOI Creative Commons
Melissa Cain, Melissa Fanshawe,

Polly Goodwin

et al.

International Journal of Inclusive Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 21

Published: Jan. 11, 2024

COVID-19 restrictions have had significant impacts on teaching and learning globally. A growing body of literature has been published the experiences students teachers as they negotiated school closures social restrictions. Much less about with disability, very little blindness low vision (BLV). The impact BLV is due to visual nature curriculum. To address dearth research how impacted educational access participation for BLV, authors, supported by a grant through South Pacific Educators Vision Impairment (SPEVI), surveyed interviewed Specialist Teachers in Australia, New Zealand, Small Island Developing States (SIDS) region, that is, region encompasses SPEVI's work. results bring teachers' voices into collation strategies inform future responses. These are presented series six key catalysts or drivers change over four stages action; moving times crisis necessitate remote other fundamental shifts practice crisis-driven changes.

Language: Английский

Citations

1
Wellbeing Learnings from Pandemic Pedagogies in Aotearoa New Zealand DOI Creative Commons
Jenny Ritchie

New Zealand Journal of Educational Studies, Journal Year: 2023, Volume and Issue: 58(1), P. 109 - 132

Published: Feb. 27, 2023

This paper discusses data from a survey of New Zealand teachers conducted in 2020 during the first months COVID-19 pandemic. It considers this light series contexts: Te Tiriti o Waitangi; social inequalities particularly relation to impacts colonisation and neoliberal economic policies on Māori; government's commitment wellbeing; Ara Waiora, Māori model wellbeing utilised by Treasury; status teaching profession Aotearoa Zealand. Using teachers' responses survey, it outlines ways which was prioritised these early pandemic, when were suddenly required pivot online teaching. argues that values as espoused te ao Māori, worldview, those articulated provide inspiration for pathway beyond privations

Language: Английский

Citations

3
O Impacto da pandemia na aprendizagem dos estudantes: Um ensaio sobre o futuro do ensino superior DOI Creative Commons
António Duarte Santos

revistamultidisciplinar com, Journal Year: 2023, Volume and Issue: 5(2), P. 127 - 156

Published: Jan. 1, 2023

A pandemia da COVID-19 forçou uma mudança na aprendizagem remota e presencial noite para o dia a maioria dos alunos do ensino superior, partir primavera de 2020. Para complementar as videoaulas envolver os numa sala aula virtual, professores adotaram tecnologias que permitiram mais interatividade modelos híbridos online atividades presenciais. Essas ferramentas mudaram metodologia, avaliação feições podem persistir após eventuais epidemias. se envolverem forma eficaz com alunos, instituições superior terão concentrar em oito dimensões experiência aprendizagem. Nesta análise descrevemos resultados um estudo das possibilitar aspetos várias dessas online. Existe necessidade urgente reeducar próximas gerações digitais fazer uso práticas competências digitais. educação Comportamento Educacional (CE) é difundida todo mundo. algum consenso no campo sobre quais construtos medir. Foi determinado existência padrões ou princípios seguidos esboço presenciais nos vários níveis ensino. aprendizagem, maneiras pandemia. Ter filhos idade jovem, adolescente adulta deu constatar impacto bem-estar agregados familiares, professores, responsáveis escolares comunidades académicas inteiras. Estudantes mundo estão, média, meses atrasados relação ao estariam não fosse Até 2040, curso inacabado devido custar à economia global US$ 1,6 trilião. Então, qual caminho seguir sistemas escolares?

Citations

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